Curriculum Guideline

Motor Skill Acquisition

Effective Date:
Course
Discontinued
No
Course Code
SPSC 1164
Descriptive
Motor Skill Acquisition
Department
Sport Science
Faculty
Science & Technology
Credits
3.00
Start Date
End Term
Not Specified
PLAR
No
Semester Length
15 weeks
Max Class Size
35
Contact Hours
4 hours
Method Of Instruction
Lecture
Lab
Methods Of Instruction
  • Lectures
  • Discussion Groups
  • Audio- visual presentations
  • Labs- data collection, analysis, written report
  • Critical thinking and problem solving 
  • Technology Assisted Learning
  • Presentations
Course Description
This course will provide students with knowledge of motor skill acquisition, the variables which influence the learning and performance of motor skills, and the relationship between motor skill acquisition, motor control and motor performance.
Course Content

Specific content will focus on:

1. Motor Skill Acquisition

   1.1. Motor learning, motor control and motor performance

   1.2. Skills, actions and movements

   1.3. Classification systems

      1.3.1. Fine and gross

      1.3.2. Discrete, continuous and serial

      1.3.3. Closed and open

   1.4. Motor abilities categorization and Individual differences

   1.5. Measurement and assessment

      1.5.1. Reaction time

      1.5.2. Error measures

      1.5.3. Kinematic and kinetic

      1.5.4. EMG

      1.5.5. Brain activity measures

      1.5.6. Coordination measures

2. Motor Performance

   2.1. Movement patterns

   2.2. Stages of learning

   2.3. Memory

      2.3.1. Structure

         2.3.1.1. Sensory

         2.3.1.2. Working

         2.3.1.3. Long-term

      2.3.2. Forgetting

      2.3.3. Strategies to enhance memory

      2.3.4. Memory assessment

   2.4. Attentional limited capacity

      2.4.1. Selective

      2.4.2. Multiple–task

      2.4.3. Automaticity

      2.4.4. Visual search

      2.4.5. Attentional focus

         2.4.5.1. Cues

         2.4.5.2. Skill level

         2.4.5.3. Environment

         2.4.5.4. Task complexity

      2.4.6. Arousal and anxiety

         2.4.6.1. Inverted U theory

3. Motor Control

   3.1. Neuromotor anatomy

      3.1.1. Neurons

      3.1.2. Central nervous system

      3.1.3. Control of voluntary movement

   3.2. Theoretical models

      3.2.1. Information processing

         3.2.1.1. Dynamic theory

         3.2.1.2. Motor program theory

      3.2.2. Ecological approach

   3.3. Preparing a movement

      3.3.1. Reaction time, response time, movement time

      3.3.2. Factors affecting reaction time

         3.3.2.1. Compatibility

         3.3.2.2. Number of choice responses

         3.3.2.3. Anticipation

         3.3.2.4. Foreperiod

         3.3.2.5. Psychological refractory period

   3.4. Sensory contributions to motor control

      3.4.1. Touch

      3.4.2. Proprioception

      3.4.3. Vision

      3.4.4. Nervous system receptors

   3.5. Spinal Cord

      3.5.1. Sensory and motor pathways

      3.5.2. Reflexes

      3.5.3. Injury

   3.6. Brain

      3.6.1. Anatomy

      3.6.2. Injury and concussions

4. Motor Skill Learning

   4.1. Defining and assessing learning

   4.2. Stages of learning

      4.2.1. Fitts and Posner 3-stage model

      4.2.2. Gentile's 2-stage model

      4.2.3. Bernstein description of learning process

   4.3. Transfer of Learning

      4.3.1. Importance

      4.3.2. Positive

      4.3.3. Negative

      4.3.4. Bi-lateral

   4.4. Detecting errors

   4.5. Correcting errors

   4.6. Measurement

      4.6.1. Plateaus

      4.6.2. Measurement curves

      4.6.3. Retention and transfer tests

5. Instructional Methods

   5.1. Demonstration

   5.2. Verbal instructions

   5.3. Augmented feedback

      5.3.1. Feedback types

      5.3.2. Feedback timing

      5.3.3. Role of feedback

      5.3.4. Content of feedback

      5.3.5. Knowledge of performance (KP)

      5.3.6. Knowledge of results (KR)

      5.3.7. KP delay and affect on learning

6. Practice Design

   6.1. Progressions and sequencing

   6.2. Whole versus part practice

      6.2.1. Complexity and organization

      6.2.2. Part practice design and results

      6.2.3. Whole practice design and results

   6.3. Speed accuracy tradeoff

   6.4. Goal setting

      6.4.1. Outcome goals

      6.4.2. Process goals

      6.4.3. Performance goals

     6.4.4. SMART goals

   6.5. Mental practice

   6.6. Amount and distribution of practise

      6.6.1. Specificity

      6.6.2. Variable, constant, random and blocked

      6.6.3. Massed and distributed

      6.6.4. Interference

      6.6.5. Time on task

7. Motor Research

   7.1. Conducting Research

      7.1.1. Literature review

      7.1.2. Setting a hypothesis

      7.1.3. Conducting experimental procedures

      7.1.4. Analyzing statistics and interpreting results

      7.1.5. Drawing conclusions

      7.1.6. Application of class content/theories to results

      7.1.7. Creating written and graphic report

   7.2. Understanding research bias

      7.2.1. Validity

      7.2.2. Reliability

  

  

Learning Outcomes

Upon successful completion of this course, students will be able to:

1. Demonstrate the ability to classify skills, assess learners and measure performances to improve motor skill acquisition.

2. Create practical strategies for skill improvement by applying motor performance factors as they pertain to a learner’s memory, stages of learning, attention and anxiety and/or arousal.

3. Discuss and apply motor control principles in the leading of motor skills, error detection and correction of movement and the creation of movement strategies in a variety of movement scenarios.

4. Discuss and apply the factors affecting motor skill learning as it pertains to skills, learners, movement strategies and assessments.

5. Describe a variety of instructional methods that can be effectively used to teach, lead and provide feedback in a variety of movement settings.

6. Explain how different practice types and designs may influence motor skill acquisition.

7. Apply active learning, critical thinking and problem solving in quantitative motor skills research.

Means of Assessment

 

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation may include the following:

Labs and Lab Quizzes      10-30%

Research Project             15-25%

Tests                              20-30%

Case Study                     20-40%

Total                               100% 

Textbook Materials

Consult the Douglas College Bookstore for the latest required textbooks and materials. A list of recommended textbooks and materials is provided on the instructor's course outline, which is available to students at the beginning of each semester.

Example textbooks and materials may include:

Coker, C. A. (2018). Motor Learning & Control for Practitioners. Scottsdale, AZ : Holcomb Hathaway Publishers.

Prerequisites

Courses listed here must be completed prior to this course:

  • No prerequisite courses
Corequisites

Courses listed here must be completed either prior to or simultaneously with this course:

  • No corequisite courses
Equivalencies

Courses listed here are equivalent to this course and cannot be taken for further credit:

  • No equivalency courses
Which Prerequisite